Teachers’ writing proficiency and writing assessment ability and their role
in improving writing instruction in second language learning classrooms are issues that
have not been investigated empirically and rigorously. To bridge the gap, we investigated
the writing proficiency, writing assessment ability, and written corrective feedback
beliefs and practices of Iranian English teachers who gave feedback on learners’
writings.

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• Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context